Organizational change in education, as manifested by school reform, is indeed complex. In this article, we describe our experience with organizational change and analyse it using organizational change theories common in education. An evaluation of the reform initiative yielded unexpected problems related to sustainability. As a result, this article revisits the assumptions from the organizational change literature that guided our change strategy. This reflection led to the discovery of key theoretical ideas that, although less familiar, may have more practical utility for those engaged in organizational change within schools.
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